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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2021年02期

页码:

84-91

栏目:

教育改革与发展

出版日期:

2021-04-20

文章信息/Info

Title:

The Research of the Subjective Social Status of Middle School Teachers and Its Influencing Factors

作者:

袁玉芝 白紫薇

中国人民大学 教育学院

Author(s):

YUAN Yu-zhi BAI Zi-wei

School?of?Education,?Renmin?University?of?China

关键词:

中学教师; 主观社会地位; 影响因素; 城乡差异

Keywords:

middle school teachers;  subjective social status;  influencing factors;  rural-urban differences

分类号:

G635.1

文献标志码:

A

摘要:

提高教师社会地位是建设高素质教师队伍的基本保障。基于中国教育追踪调查数据，研究发现我国中学教师的主观社会地位整体偏低，农村教师的主观社会地位显著低于城市教师。编制、教学获奖、工作自主性、与校长的教育理念差异、工作压力、职业倦怠等工作特征变量，身体健康状况、生活幸福感等生活特征变量以及薪酬待遇显著影响中学教师的主观社会地位。夏普里值分解方法结果显示，城乡教师主观社会地位的影响因素存在差异，薪酬待遇对农村教师的主观社会地位影响作用更大。影响城市教师主观社会地位的编制、与校长教育理念差异、工作压力、职业倦怠等变量对农村教师并没有显著影响，而显著影响农村教师主观社会地位的工作自主性、教学获奖等变量对城市教师也没有显著影响作用。提高中学教师的主观社会地位要注意城乡差异，定向发力,切实落实教师福利待遇及合法权益。

Abstract:

Improving the social status of teachers is the fundamental guarantee for the construction of a high-quality teacher team. Based on the data from China Education Panel Survey (CEPS), this paper finds that the subjective social status of middle school teachers in China is generally low, and the subjective social status of rural teachers is significantly lower than that of urban teachers. The work characteristics such as the tenure status, teaching award, work autonomy, educational concept difference with the principal, work pressure, and job burnout, as well as the life characteristics such as physical health, life well-being, and salary significantly influence the subjective social status of middle school teachers. The results of Shapley value decomposition show that there are differences in the influencing factors of teachers’ subjective social status between urban and rural areas. Salary has a greater influence on the subjective social status of teachers in rural areas. The factors influencing urban teachers' subjective social status, including the tenure status, educational concept difference with the principal, work pressure, and job burnout have no significant effects on rural teachers. Variables such as work autonomy and teaching awards that significantly affect rural teachers' subjective social status have no significant effects on urban teachers. To improve middle school teachers’ subjective social status, we should pay attention to the differences between teachers in urban and rural areas and earnestly guarantee the welfare benefits, legitimate rights, and interests of teachers.

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更新日期/Last Update: 2021-04-20